UCMS…Get in the G.A.M.E!
Give Respect
Objective: I can define and give examples of respectful behavior.
Materials:
o Post-It Notes (2 per student)
o Chart Paper- divided in half; one side labeled adult, one side labeled student
o Definition Outline (one per group of four)
o Respect Scenarios Overheard
o LCD Project w/computer OR Overheard Projector
o Note cards (cut in half); one per student
Lesson / Content / Time FrameActivator / Give students two post-its as they enter the classroom. Ask them to write one example of a respectful behavior by students at school and one example of respectful behavior by adults at school.
Have students put their post-its on the chart paper on the correct half. (one side for staff, one side for students) / 5 minutes
Take Off
/Touch Down / Teacher will read statements regarding respect. Students should “take off” if the statement is true about them or if they agree. This means to stand. Students should “touch-down” if the statement is false about them or they disagree. This means to sit.
· Respect is treating others as you want to be treated.
· Respect is using manners…saying things like “please” and “thank you.”
· I show respect by talking loudly during a class video.
· Respect is not having an opinion.
· Adults always show respect.
· Respect is valuing the opinions of others.
· Following the rules shows respect.
· Fighting gains respect.
· Telling jokes about others shows respect.
· I can show respect by calmly discussing my feelings when I disagree.
When finished, choose one to two statements you think the students might need to discuss. / 10 minutes
Partner Share
Construct a
Definition / Refer back to the chart with the Post-Its. Explain to students that at UCMS everyone is respectful. This is not just an expectation for students. Have each student take one post-it (not their own) from the chart. ONE POST-IT only. Form students into pairs. (A group of three is ok if the number is uneven.) In the pair, each person should take a turn reading their post-it out loud. Together, the pair should decide WHERE in the school this example takes place.
Next, have the pair form a group of four with the partner group nearest to them (ex. across the table). In this group of four, students come up with a definition for respect in their own words.
Provide them with the definition outline. Each person in the group must use a different color marker. Passing the outline around, each person in the group must take a turn RECORDING a part of the group’s definition. This should continue until the definition is complete.
Respect is ______
______.
I can show respect in the following places:
An example of respect at school is:
Have groups share definitions. / 25 minutes
Exit Slip / Teacher should display overhead of Respect Scenarios OR show on LCD projector. Read directions with students and explain example. Distribute half of note card (“exit slips”) to students. Have students choose one situation from the “Respect Scenarios” and list positive responses to the situation that demonstrate respect. / 5 minutes
Respect Scenarios
Name:
Scenario / Positive Responses – Respect· People walking through a door / Stop and hold the door open for the people following you.
OR
Hold the door until the person behind you can get to it.
· Students coming to class late (the class has already begun work)
· Someone hurting themselves in PE
· Working in a library
· Listening to a visiting speaker at the school
· In class with a relief teacher you have never had before
· A new student starting school
· A friend tells you a secret
· You hear someone wants to fight your friend
Fill in the column on the right with positive responses showing respect. Some will require more than one response. The first one has been done for you.
Accept Responsibility
Objective: I can identify traits of responsibility.
Materials:
o LCD projector; computer
o www.unitedstreaming.com (make sure you have a login and password)
o Reader’s Theater Skit
o Blank paper
o Responsibility Scenarios (1 per group)
o Markers or Colored Pencils
o Responsibility Reflection Slip
Lesson / Content / Time FrameFamous Quotations Activator / Display this famous quotation on responsibility for students to begin the lesson:
Few things help an individual more than to place responsibility upon him, and to let him know that you trust him."
--Booker T. Washington
Discuss student thoughts. / 5 minutes
US Video Clip; Group Scenarios / Show the United Streaming Video Clip: Getting in Character: Responsibility to students. Following the video clip, distribute one scenario slip to each student group (4 to 5 students). Have them respond to the questions. / 15 minutes
Reader’s Theater / Assign parts for the skit. Have the students read aloud the skit. Have students create a t-chart by folding a piece of paper in half (hot dog style). On one side of the t-chart have students work with their group to generate ways the boy in the class was not responsible. Then, on the other side of the chart, have students brainstorm ways the boy could be responsible. / 20 minutes
Self-Reflection Slip / Have students complete the Responsibility Self-Reflection. Think-Pair-Share / 5 minutes
Cast of Characters
Narrator -
Michael - a friend of Dan's
Dan Green - an irresponsible sixth grade student
Mrs. Bead - ill tempered, elderly, office secretary
Mr. Smith - Dan's first hour teacher
Mrs. Brown - Dan's English teacher
Mr. Green - Dan's father
Mrs. Green - Dan's mother
MICHAEL: / What's up Dan?
DAN: / Nothing. I'm not even awake yet.
MICHAEL: / I know what you mean. I was up way late finishing that stupid paper for Brown's class.
NARRATOR: / Dan quickly looks into a folder he has in his hand and slams his fist into his closed locker.
DAN: / UGH! I am so dead. I forgot mine at home.
MICHAEL: / Don't sweat it. Just go to the office and ask if you can call home so your mom can bring it up to you.
DAN: / Thanks, dude.
NARRATOR: / Michael leaves for class, and Dan goes to the office where he waits politely at the front desk for the secretary to notice him. She gives Dan a stern look and addresses him in a similar tone.
MRS. BEAD: / Can I help you?
DAN: / Yes, uh, I'd like to call home because...
MRS. BEAD: / (interrupting Dan) Is this an emergency?
DAN: / No, but...
MRS. BEAD: / (interrupting Dan again) Then you can't use the phone.
DAN: / Why?
NARRATOR: / Dan waits for a reply, which obviously isn't going to be given.
DAN: / Well, can I get a pass to class because I am going to be lat...
NARRATOR: / In an irritated voice, she cuts Dan off for the final time.
MRS. BEAD: / This office is not responsible for your tardiness!
NARRATOR: / Dan is about to yell at Mrs. Bead but thinks better of it. He leaves the office and trudges, none too quietly, into Smith's class where he falls into his seat.
MR. SMITH: / Dan, you're tardy.
NARRATOR: / Dan replies rapidly in a frustrated voice.
DAN: / It's not my fault. Mrs. Bead wouldn't give me a pass. I was trying to call home so my mom could bring me my paper, but she wouldn't let me do that, either. Now Mrs. Brown is going to give me an "F" because Mrs. Bead is old and mean!
MR. SMITH: / That's enough, Dan. Let's not waste anymore of our class time. Mrs. Brown is the person you need to speak with regarding this matter.
NARRATOR: / Dan responds in a sarcastic tone of an old woman-
DAN: / Right she will just say, "Daniel, you need to come to class prepared."
NARRATOR: / It is now second hour, and Dan goes to Mrs. Brown's English class.
MRS. BROWN: / Class, please pass your paper to the front of your row and I will walk around and collect them.
NARRATOR: / Dan raises his hand.
MRS. BROWN: / Yes, Dan?
DAN: / Mrs. Brown, um, ah-
NARRATOR: / Dan looks up at the ceiling and then down at his toes.
DAN: / Um, yeah, we had a family emergency last night, so I am going to have to turn my paper in tomorrow.
NARRATOR: / The class breaks into laughter.
MRS. BROWN: / Dan, this is your third "family emergency" this semester.
DAN: / Yes, I have an accident-prone family.
MRS. BROWN: / I cut you a break the first two times and will do so this time.
DAN: / Thank you!!!!
MRS. BROWN: / I will cut you some slack, when your parents call me to verify this "family emergency."
NARRATOR: / Dan sinks down in his chair and hangs his head. After school, Dan enters the kitchen, where his mom is at the stove and his dad is reading the paper at the table. His father asks from behind his newspaper...
MR. GREEN: / How was school, Dan?
NARRATOR: / Dan replies rapidly, in a disgruntled tone.
DAN: / Old Lady Bead wouldn't let me use the phone to call you, Mr. Smith marked me tardy for being late and it wasn't my fault, and Mrs. Brown gave me an "F" on my paper because she is so unreasonable.
NARRATOR: / Mrs. Green turns away from the stove and points at the counter across the room.
MRS. GREEN: / Funny, I thought she was very reasonable when she called me offering her condolences regarding our "family emergency", and to tell me you didn't turn in the paper you left sitting on the counter over there.
DAN: / (sputtering) Well, you weren't there. It's not my fault that...
NARRATOR: / Mr. Green puts his paper down and cuts Dan off.
MR. GREEN: / Dan!
DAN: / But, I didn't even...
MRS. GREEN: / (cutting Dan off) Danny!!
DAN: / If she would just...
MR. AND MRS. GREEN: / (cutting Dan off simultaneously) Daniel!!!
NARRATOR: / Dan stops his tirade, and after a short pause to think things over, concedes.
DAN: / Ok, ok. Before you bust out with my middle and last names, it's my fault. My paper was late, and I received an "F" because I forgot it at home. I was not prepared for class and deserved the bad grade.
NARRATOR: / Dan's parents smile and resume what they were doing prior to the conversation.
MRS. GREEN: / Now, that's the boy we know, love, and are raising to accept responsibility for his own actions. Go wash your hands so we can eat dinner.
Copyright © 2009 edHelper
Responsibility Scenarios
(CUT APART FOR STUDENT GROUPS)
1. You promise a friend, Alex, to help him with a school project over the weekend.
On Friday night, another friend invites you to come along on a weekend trip instead.
What would you do?
2. You are accepted into a school for gifted students. It is a very exciting atmosphere–you live in dorm rooms on the school’s grounds, you have a lot of independence, and you can do whatever you want on weekends. However, it’s a much harder, more challenging school, and more will be expected of you as a student. What do you do? How do you feel about the responsibility versus the benefits?
3. A parent has promised to take you and your best friend to an amusement park on
Saturday evening. However, at the last moment your mom or dad forgets and make new plans with a friend. How would this make you feel?
4. One of your friends borrows a shirt of yours. Later on, when you want it back, he or she says he or she lost it. How would you feel? What would you do?
5. Let’s say you borrow a friend’s jacket. By mistake, you spill something on it which gives it a really obvious stain. What would you do?
6. Julie is babysitting her 6 year old brother, Bobby, after school one day. Her mom does not want anyone else to come to the house. Sherry, Julie's friend, calls and asks her to come over to her house down the street and listen to a new CD. Julie thinks Bobby will be ok for a little while since he is watching TV anyway. What should Julie do?
Responsibility: Self-Reflection
What goals can I set for myself to make me a responsible student?
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Responsibility: Self-Reflection
What goals can I set for myself to make me a responsible student?
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Responsibility: Self-Reflection
What goals can I set for myself to make me a responsible student?
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Responsibility: Self-Reflection